Neuroscientific View on Making Urgent Decisions, Responding to Unusual Situations in Sports and the Role of Emotions
Keywords:Neurophysiological mechanisms, emotional and volitional sphere, stability-noise immunity, reflective practices, predicting the consequences of decision-making
The article considers modern neurophysiological approaches to the readiness of future coaches to act adequately in unusual situations and clarifies real indicators of emotional readiness of future coaches.
Objective of the article is complex. We planned to substantiate the role of the emotional-volitional sphere as decisive in quick and effective decision-making by coaches and athletes, to outline neurophysiological, psychometric (real emotional-volitional readiness of students) partially - pragmatic (requirements of today’s sports and coaching realities). We used mainly theoretical (analysis and generalization of sources), empirical (observations, surveys, questionnaires, psychometric testing and mathematical methods of data processing) approaches.
Finally, we summarized and explained current trends in the context of understanding social, didactic and neurophysiological mechanisms of an emotional maturity.
In the article, the authors proved that in Ukrainian higher education institutions emotional readiness is not formed enough, and instead of the modern inter-scientific neurocentric approach, the modernist approach dominates. Statistical processing of a survey, questionnaire and test data showed mostly low indicators for all key parameters (anxiety, self-control, ability to self-regulate, etc.). This requires a further theoretical research and methodological reform of Ukrainian physical education and coaching education with the introduction of self-regulatory practices, the development of professional reflection and emotional stability. International significance of the article.
The article draws educators' attention to the problems of psycho-emotional readiness of young people to solve difficult life and work situations, as recently young people in Europe prefer hyperreal activity and communication, which slows down the formation of readiness for rapidly changing highly responsible life challenges.
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